Wednesday, April 27, 2016

Modelling Learners and Learning in Science Education







Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
Buku ini diterbitkan tahun 2013  oleh Springer Science+Business Media Dordrecht. London adalah buku edisi  Pertama.


Judul:  Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual
Change to Inform Teaching and Research
Oleh:   Keith S. Taber
Penerbit:  Springer Science+Business Media Dordrecht. London
Tahun: 2013
Jumlah Halaman:   371  hal.

Penulis:
Keith S. Taber

Faculty of Education
University of Cambridge
Cambridge , UK.

Lingkup Pembahasan:
Dalam buku  mengemukakan masalah yang sering  dikemukakan seolah-olah  belajar  berkaitan pengertian seperti pemahaman, pemikiran dan mengetahui yang tidak bermasalah. makalah penelitian (seperti yang akan digambarkan dalam Bab. 1) umum melaporkan hasil penelitian dalam hal pengetahuan siswa, atau pemahaman, seolah-olah istilah dipahami dengan baik dan tidak ambigu dan gagasan di belakang mereka adalah bermasalah. Buku ini kemudian mengeksplorasi peran pemodelan dalam penelitian mengeksplorasi pembelajaran di bidang  science. Asumsi mendasar dari buku ini adalah bahwa penelitian pembelajaran di bidang  science  tentu melibatkan membuat klaim pengetahuan berdasarkan bangunan dan mewakili model. Laporan di makalah penelitian memberikan rincian pengetahuan siswa, dan / atau perubahan konseptual, bergantung pada model peneliti mengadopsi atau mengembangkan ketika menafsirkan data mereka.

Daftar Isi:


 Part I Introduction
1  The Centrality of Models for Knowledge Claims in Science Education 3
   
Some Examples of Knowledge Claims Made in Studies  4
    Knowledge Claims in Research. 5
    Locating This Work Within a Research Programme  6
    Assumptions Informing the Research Process  May Not Be Explicit  9
    Knowledge Claims Need to Be Understood as Being About Models 22

Part II Modelling Mental Processes in the Science Learner
2  Introduction to Part II: The Mental Register 27
   
The Problem of Natural Language in Technical Studies  29
    Folk Psychology as a Lifeworld Structure  31
    Mental Life  32
3  Modelling Mental Activity  35
   
The Mind  37
    Consciousness as an Emergent Property of Processing   42
    Consequences for Science Education   48
    Principles Informing the Account in This Book   49
4  The Learner’s Ideas  51
   
The Idea of Ideas   51
    Sensation and Perceiving the World   52
    Paying Attention: Distinguishing Subliminal and Preconscious Processing   65
    Recalling Experiences   68
    Imagining Possibilities  68
    Expressing Ideas   69
    Accessing Another’s Ideas  74
    Research to Investigate Learners’ Ideas in Science  75
5  The Learner’s Memory  79
   
Memory as a Source of Our Ideas   80
    The Physical, Functional and Mental Aspects of Memory  80
    The Nature of the Learner’s Memory Store  82
    Forgetting  96
    Working Memory  104
6  The Learner’s Understanding  119
   
The Meanings of Understanding  120
    Two Perspectives on Understanding   121
    Normative and Idiographic Approaches to Exploring Understanding   122
    Testing Student Understanding: Challenges of the Normative- Positivistic Approach  124
    The Messy Nature of Student Understanding  126
    Describing Student Understanding: Challenges of the Idiographic Approach  136
    Comprehending Language  138
7  The Learner’s Thinking 141
   
Establishing a Meaning for ‘Thinking’  143
    Forms of Thinking Valued in Science Education  149
    Metacognition  157
    The Fallacy of ‘Machine Code’  158
    Key Terms from the Mental Register  162

Part III Modelling the Science Learner’s Knowledge
8   Introduction to Part III: Knowledge in a Cognitive System Approach  167
  
  Seeking to Understand ‘Knowledge’ Within the Cognitive System Approach  170
9   The Nature of the Learner’s Knowledge  173
    
Knowledge as a Problematic Notion   173
     The Possibility of Distributed Knowledge  183
10 Relating the Learner’s Knowledge to Public Knowledge 191
   
  Scientifi c Knowledge as Public Knowledge  193
     Target Knowledge in School and College Science  206
11 Components of Personal Knowledge: Characterising the Learner’s Conceptual 

     Resources  209
    
Key Distinctions   211
     Mental Models  225
     A Model of the Ontology of Knowledge in Cognitive Structure  226
12  The Structure of the Learner’s Knowledge  231
     
The Importance of Conceptual Integration  237
      Degrees of Integration of Students’ Science Knowledge  239
      Domain-Based Learning   247

Part IV Modelling Development and Learning
13  Introduction to Part IV: Development and Learning  253
     
Thinking of Develop ment as Under Genetic Control  255
      Thinking of Learning as Learning Environmentally Contingent  255
14  Models of Cognitive Development  257
  
   Piaget’s Stage Theory of Cognitive Development  257
      Beyond Formal Operations  263
      Perry’s Model of Intellectual and Ethical Development 264
      Social Processes in Cognitive Development 268
      Modelling the Development of the Cognitive Apparatus  268
      Domains of Cognition and Modularity of Mind  269
      Domains of Cognition  274
15  Modelling Conceptual Learning  277
     
Is There a Learning Paradox?  278
      Concepts and Conceptions (Revisited)  283
      Concept Formation: Developing Spontaneous Concepts  284
      Acquiring Academic Concepts  286
      Learning ‘Academic’ Concepts  288
      Concept Modifi cation  289
      A Hypothetical Example of Concept Development 295
      The Challenge of the Separate Domains Model to Conceptual Development  301
      Revolutionary and Evolutio nary Conceptual Change  310
      The Notion of Conceptual Ecology  314

Part V Conclusion
16   Implications for Research  327
      
Challenges for Research  329
Appendix  341
     
Testing the Logic of Research  341
References  343


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